Tegevuste Ülevaade
Söömishäirete omamine pole valik. Söömishäire on toimetulekumehhanism, mida kasutatakse siis, kui keegi kaotab kontrolli oma elu erinevate aspektide üle. Kui inimestel pole oma elus aspekte kontrolli all, jõuavad nad millegi poole, et see kontrollimise tunne uuesti kätte saada. Nad ei saa kontrollida kooli ülesandeid, vanemate ootusi ega ajakava. Üks asi, mida nad saavad kontrollida, on nende kaal. See tunne, et saate millegi üle kontrolli saada, võib olla nende viis toime tulla teiste stressitekitajatega. Tervislike toimetulekuoskuste õpetamine aitab leevendada survet kontrolli alla saada.
Selle tegevuse käigus loovad õpilased kontrollimatu stressoriga võitlemiseks ebatervisliku ja tervisliku toimetuleku strateegiat tutvustava süžeeskeemi. Paluge õpilastel ajurünnakuid teha asjadele, mis neid rõhutavad. Järgmisena paluge neil mõelda erinevatele viisidele, kuidas stressi tervislikumalt leevendada. Muusika kuulamine, seltskondlik suhtlemine, oma aja tähtsuse järjekorda seadmine, lõdvestamine või füüsiline tegevus on vastused, mida võite kuulda. Selle tegevuse peamine eesmärk on lasta õpilastel näidata, kuidas söömishäire võib stressi ajutiselt leevendada, põhjustades samal ajal mitmeid muid probleeme. Oluline on olla õpilaste suhtes ettevaatlik, et nad ei tekitaks häirivaid stseene, mis võivad olla iseenda või teiste jaoks käivitajaks.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Tõestage oma arusaama sellest, kuidas söömishäirete all kannatavad inimesed stressiga negatiivselt kohanevad.
- Klõpsake nuppu "Alusta määramist".
- Tulge välja kolme igapäevase stressitekitajaga. Nad peavad olema peategelase kontrolli alt väljas.
- Looge iga rea esimesse lahtrisse visuaalne rõhutaja, sealhulgas teema pealkiri (rida) ja silt (veerg).
- Looge visioon kellestki, kes kasutab söömishäireid selle stressiga toimetulekuks iga rea teises lahtris, märkides samal ajal sõna „ebatervislik toime”. Kasutage kindlasti koolile sobivat sisu.
- Järgmisena looge kolmandas veerus tervisliku toimetuleku strateegia koos sildiga Tervislik toimetulek.
- Lõpuks lisage iga lahtri alla lühikirjeldus, mis selgitab, mis põhjustab stressi tekitajat, miks ebatervislik toimetulek on ohtlik, ja kirjeldage tervisliku toimetuleku üksikasju.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Tegevuste Ülevaade
Söömishäirete omamine pole valik. Söömishäire on toimetulekumehhanism, mida kasutatakse siis, kui keegi kaotab kontrolli oma elu erinevate aspektide üle. Kui inimestel pole oma elus aspekte kontrolli all, jõuavad nad millegi poole, et see kontrollimise tunne uuesti kätte saada. Nad ei saa kontrollida kooli ülesandeid, vanemate ootusi ega ajakava. Üks asi, mida nad saavad kontrollida, on nende kaal. See tunne, et saate millegi üle kontrolli saada, võib olla nende viis toime tulla teiste stressitekitajatega. Tervislike toimetulekuoskuste õpetamine aitab leevendada survet kontrolli alla saada.
Selle tegevuse käigus loovad õpilased kontrollimatu stressoriga võitlemiseks ebatervisliku ja tervisliku toimetuleku strateegiat tutvustava süžeeskeemi. Paluge õpilastel ajurünnakuid teha asjadele, mis neid rõhutavad. Järgmisena paluge neil mõelda erinevatele viisidele, kuidas stressi tervislikumalt leevendada. Muusika kuulamine, seltskondlik suhtlemine, oma aja tähtsuse järjekorda seadmine, lõdvestamine või füüsiline tegevus on vastused, mida võite kuulda. Selle tegevuse peamine eesmärk on lasta õpilastel näidata, kuidas söömishäire võib stressi ajutiselt leevendada, põhjustades samal ajal mitmeid muid probleeme. Oluline on olla õpilaste suhtes ettevaatlik, et nad ei tekitaks häirivaid stseene, mis võivad olla iseenda või teiste jaoks käivitajaks.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Tõestage oma arusaama sellest, kuidas söömishäirete all kannatavad inimesed stressiga negatiivselt kohanevad.
- Klõpsake nuppu "Alusta määramist".
- Tulge välja kolme igapäevase stressitekitajaga. Nad peavad olema peategelase kontrolli alt väljas.
- Looge iga rea esimesse lahtrisse visuaalne rõhutaja, sealhulgas teema pealkiri (rida) ja silt (veerg).
- Looge visioon kellestki, kes kasutab söömishäireid selle stressiga toimetulekuks iga rea teises lahtris, märkides samal ajal sõna „ebatervislik toime”. Kasutage kindlasti koolile sobivat sisu.
- Järgmisena looge kolmandas veerus tervisliku toimetuleku strateegia koos sildiga Tervislik toimetulek.
- Lõpuks lisage iga lahtri alla lühikirjeldus, mis selgitab, mis põhjustab stressi tekitajat, miks ebatervislik toimetulek on ohtlik, ja kirjeldage tervisliku toimetuleku üksikasju.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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